<place your MCAS questions and Curriculum Mapping information here>
a. and b. MCAS questions and standards:
#23 Open Response: Newton's 2nd Law - relating force, mass, acceleration; Standard 1.6
#38 Graph of Motion; Standard 1.3
#40 Vectors; 3 forces on a crate; Standard 1.5 and 1.6
#44 Free body diagrams relating gravity, weight/force, mass, work, and potential energy; Std. 1.5, 2.2, 2.3
c. These standards are taught in the motion and forces part of the school curriculum in the beginning of the school year.
d. Instructional activities included:
- lesson and worksheets on vectors (i.e. combining velocity and force vectors)
- practice drawing and labeling pictures and diagrams that represent force and motion
- drawing and interpreting graphs of motion and forces
- using free body-diagrams to solve motion/force problems
- worksheets with graphs and free-body diagrams
- text book assignments on force and motion
-MCAS test questions from previous years for homework
Workshop 3 - Web 2.0 tools
<embed your video here>
ROLLER COASTER SCIENCE - CENTRIPETAL FORCE
Why people don't fall out when they are upside down in a loop-d-loop.
Workshop 4 - Integrating Web 2.0 tools into the classroom
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Conceptual: Participate in a Simulation
Forces in 1 Dimension PhET Technology is web-based simulation Students interact with digital simulation to explore the forces at work when you push an object. Create an applied force and see the resulting friction force and total force acting on the object. Charts show the forces, position, velocity, and acceleration vs. time. View a Free Body Diagram of all the forces (including gravitational and normal forces).
Procedural: Practice
Virtual Car: Velocity and Acceleration Technology is web-based software Students practice using software in this activity. Vectors change in real time as you "drive" a car on a flat plain; as you change speed and direction, vectors originating from the car respond to your actions.
Expression: Create an Image
Paint Online - Sketch & Paint Technology is web-based drawing tool Students create an image to demonstrate their knowledge of a science concept and/or process
<Add Stage 1 activity here> Stage 1 Activity: Objective: How vectors are used to represent velocity (speed and direction) and acceleration.
Activity type: Procedural Knowledge Building Students practice using web-based software in this activity.
Vectors change in real time as you "drive" a car on a flat plain; as you change speed and direction, vectors originating from the car respond to your actions.
A graph depicting speed vs. time also responds to your actions, displaying both the speed and acceleration of the car.
Instructions:
Hands-on:
Students move at different speeds toward and away from a motion detector connected to a computer.
Observe how the changes in speed result in a graphical representation of the motion on the computer.
Draw (in your notebooks) or print out the graphical results.
On-line: Procedural Knowledge Building
Use the Web-based software to see how vectors represent motion.
Classroom materials: Hands-on: Motion Detector connected to a Computer for depicting graphs of motion) Notebooks
On-line:
Computer
Assessment:
Students create an image to demonstrate their knowledge of the concept and/or process using web-based drawing tool - Paint Online - Sketch & Paint: http://www.onemotion.com/flash/sketch-paint/
Draw an image/object accelerating three different ways: speed up, slow down change direction.
Use vectors to represent the acceleration.
Draw a basic line graph for each acceleration with x & y axes labeled
INSERT RESPONSE HERE
It looks like a good lesson. - Ashley
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Using Quizlet, distinguish between scalar and vector quantities; identify scenarios that use vectors and free-body diagrams
view the flash cards and one other study option (learn, speller);
play a game (scatter or space race);
take the quiz.
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Identifying vector quantities with terms of motion and forces
Assessment: Hands on using a black box activity
Task: Label and construct the black box and infer from the terms on each face of the cube what term is on the bottom face. Write your inferences and thoughts/ideas in your notebook. Share your findings with the class.
Materials: Copy of a cube to cut out, scissors, glue, pencil, notebook.
Steps:
1) Write the following terms on each face of the box except the bottom face:
air resistance - velocity - gravity - acceleration - friction
2) Cut along outer black lines of the cube; fold sides and tabs; glue tabs
3) Infer the missing term on the bottom face; write down possible terms
4) Sharing with the class
<Post your Black Box Investigation here>
Stage 2 Activity:
<Post your Stage 2 investigation here >
Objective: Distinguish between vector and scalar quantities and how to use vectors to represent motion and forces.
Standard: 1.1, 1.2 and 1.5
Misconceptions:
When scientists analyze a problem, they must use either inductive or deductive reasoning.
The process of science is purely analytic and does not involve creativity. Drawing vectors and free-body diagrams are not just another task or mechanical procedure. They can be used as visual representations to help solve a problem or help students better understand the way motion, displacement and forces (vector quantities) work.
Task: Research scalar vs vector quantities using online resources and You Tube videos. Experience an interactive activity with web-based software. Complete a Quiz online at home.
Procedure:
Use the two online resources to research scalar vs vector quantities and list 5 scalar and 5 vector quantities in your notebooks. (10 minutes)
View vectors on 2 You Tube videos and write down the difference between distance and displacement in your notebook. (15 minutes)
Draw/label one free-body diagram using 4 vectors in your notebook. (10 minutes)
Perform an interactive activity "Virtual Car" that demonstrates how vectors are used to represent velocity and acceleration. In the activity, vectors change in real time as you "drive" a car on a flat plain; as you change speed and direction, vectors originating from the car respond to your actions. (20 minutes)
Grouping: partners in class at the computers; individually at home
Web 2.0 online component:
Links to online resources, You Tube Videos, web-based software interactive activity, and a quiz web-site in the material section below.
Classroom materials: Notebook and pencil; computer
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Marcelle Bocko
Lesson Title:
Free-Body Diagrams: Helpers or Muddlers?
Grade Level:
9th grade Intro Physics
State Standards:
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work).
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.5 Use a free-body force diagram to show forces acting on a system consisting of a pair of interacting objects. For a diagram with only co-linear forces, determine the net force acting on a system and between the objects.
Lesson Question:
Are free-body diagrams (FBD) helpful or confusing when solving problems involving motion, displacement and forces? Do they help you organize your thoughts or muddle your brain?
Introduction:
How are the quantities of motion, displacement and forces best represented? Remember these quantities all have a size and a direction. Pictures, words, mathematical equations and vectors can be used. Motion, displacement and forces are vector quantities. Vectors have been used since the 19th century in mathematics and physics. Vectors are arrows labeled with a magnitude (size), and are the most important part of free-body diagrams. At first glance, some free-body diagrams look confusing. Find out if free-body diagrams are helpers or muddlers in solving problems. They can be used as visual representations to help solve a problem or help students better understand the way motion, displacement and forces (vector quantities) work.
Task: Day 1, 2 and 3: Use your notebook as indicated in the procedure steps during specific tasks. Day 1 Research scalar vs vector quantities using online resources. View drawing of vectors on You Tube videos. Experience an interactive activity with web-based software. Self Assessment Homework: Take Quiz on Quizlet Day 2 Self-assess yourself (how you interpret FBD's) using specific web-site info with related questions. Time to Brainstorm your own FBD with a description of a scenario that your FBD represents. Homework: Continue brainstorming about a question or problem to correspond to your FBD Day 3 Design your own FBD to solve a problem in motion or forces (also created by you) and draw it in the handout provided. Use additional web-sites provided for ideas and reinforcement. Homework: Make sure notebook is complete and fine tune your FBD
Day 4
Use an on-line vector drawing program to design your FBD
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Perform an interactive activity "Virtual Car" that demonstrates how vectors are used to represent velocity and acceleration. http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.accel/In the activity, vectors change in real time as you "drive" a car on a flat plain; as you change speed and direction, vectors originating from the car respond to your actions.
Brainstorm a scenario that involves at least 4 vectors that represent different vector quantities. Perhaps you can perfect your free-body diagram you drew on Day 1. A possible combination of vectors are gravity, friction, normal force and additional push or pull force in a different direction then the 3 mentioned. The corresponding problem may include getting the net force. Write down all ideas in your notebook.
In the handout provided: Write in your problem; draw your FBD; include a description/scenario.
Answer the lesson questions in your notebook. We will discuss your thoughts about FBD's during another class period referring to a 2009 article from the American Physical Society titled "Do students use and understand free-body diagrams?" by David Rosengrant, Alan Van Heuvelen, and Eugenia Etkina.
computer - links to web-sites listed under Resources
handout to be filled in
Conclusion:
You will have a better understanding of free-body diagrams. You will have created a free-body diagram that represents a problem in in motion and forces. You will find out if free-body diagrams are helpers or muddlers in solving problems. And finally, you may find that drawing vectors and free-body diagrams are not just another task or mechanical procedure, but are useful representations that show how motion, displacement and forces work.
Assessments:
1. Correctly distinguish between vectors and scalars using items and situations found in class
2. Notebook content
3. Creation of a free-body diagram with a vector quantity problem. 4. Draw your FBD on a vector graphics web-site.
Self-assessments:
1. On-line Quiz at home
Using Quizlet, distinguish between scalar and vector quantities; identify scenarios that use vectors and free-body diagrams
view the flash cards and one other study option (learn, speller);
play a game (scatter or space race);
take the quiz.
2. Answering follow-up questions on web-sites about FBD's.
Assessment Rubric
You will be able to....
Strong
Good-Adequate
Inadequate
Weighting
Distinguish between vector and scalar quantities
(identified/demonstrated in class)
All Identified
Most Identified
< half
Notebook content
All Entries
Most Entries
< half
Create and use an FBD to solve a
problem in the handout provided
Both: an FBD with 4 vectors labeled and corresponding description and problem
An FBD with 4 vectors labeled;description, but problem does not fully correspond to the FBD
FBD with 2-3 vectors,
brief description but no problem
Design your FBD on a vector graphics web-site
Your FBD done on inkscape in class
NA
Not Done
Resources: (Please make sure that all digital media is linked and attributed!)
D. Rosengrant, A. Van Heuvelen and E. Etkina, Do students use and understand free-body diagrams? 2009 Physics Education Research 5, American Physical Society.
Workshop Wiki Page - Marcelle Bocko
Workshop 2 - MCAS Assessments & Curriculum Mapping
<place your MCAS questions and Curriculum Mapping information here>
a. and b. MCAS questions and standards:
#23 Open Response: Newton's 2nd Law - relating force, mass, acceleration; Standard 1.6
#38 Graph of Motion; Standard 1.3
#40 Vectors; 3 forces on a crate; Standard 1.5 and 1.6
#44 Free body diagrams relating gravity, weight/force, mass, work, and potential energy; Std. 1.5, 2.2, 2.3
c. These standards are taught in the motion and forces part of the school curriculum in the beginning of the school year.
d. Instructional activities included:
- lesson and worksheets on vectors (i.e. combining velocity and force vectors)
- practice drawing and labeling pictures and diagrams that represent force and motion
- drawing and interpreting graphs of motion and forces
- using free body-diagrams to solve motion/force problems
- worksheets with graphs and free-body diagrams
- text book assignments on force and motion
-MCAS test questions from previous years for homework
Workshop 3 - Web 2.0 tools
<embed your video here>
ROLLER COASTER SCIENCE - CENTRIPETAL FORCE
Why people don't fall out when they are upside down in a loop-d-loop.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Conceptual: Participate in a Simulation
Forces in 1 Dimension PhET
Technology is web-based simulation
Students interact with digital simulation to explore the forces at work when you push an object.
Create an applied force and see the resulting friction force and total force acting on the object. Charts show the forces, position, velocity, and acceleration vs. time. View a Free Body Diagram of all the forces (including gravitational and normal forces).
Procedural: Practice
Virtual Car: Velocity and Acceleration
Technology is web-based software
Students practice using software in this activity. Vectors change in real time as you "drive" a car on a flat plain; as you change speed and direction, vectors originating from the car respond to your actions.
Expression: Create an Image
Paint Online - Sketch & Paint
Technology is web-based drawing tool
Students create an image to demonstrate their knowledge of a science concept and/or process
<Add Stage 1 activity here>
Stage 1 Activity:
Objective:
How vectors are used to represent velocity (speed and direction) and acceleration.
Activity type: Procedural Knowledge Building
Students practice using web-based software in this activity.
Instructions:
Hands-on:
On-line: Procedural Knowledge Building
Online component:
Web-based software
http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.accel/
Classroom materials:
Hands-on:
Motion Detector connected to a Computer for depicting graphs of motion)
Notebooks
On-line:
Computer
Assessment:
Students create an image to demonstrate their knowledge of the concept and/or process using web-based drawing tool - Paint Online - Sketch & Paint:
http://www.onemotion.com/flash/sketch-paint/
INSERT RESPONSE HERE
It looks like a good lesson. - Ashley
Workshop 5 - Developing and Using Web 2.0 Assessment Information
http://www.surveymonkey.com/s/2011StudentTechSurvey
<Post your Web 2.0 tool with instructions for use here>
http://quizlet.com/
Using Quizlet, distinguish between scalar and vector quantities; identify scenarios that use vectors and free-body diagrams
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Identifying vector quantities with terms of motion and forces
Assessment: Hands on using a black box activity
Task: Label and construct the black box and infer from the terms on each face of the cube what term is on the bottom face. Write your inferences and thoughts/ideas in your notebook. Share your findings with the class.
Materials: Copy of a cube to cut out, scissors, glue, pencil, notebook.
Steps:
1) Write the following terms on each face of the box except the bottom face:
air resistance - velocity - gravity - acceleration - friction
2) Cut along outer black lines of the cube; fold sides and tabs; glue tabs
3) Infer the missing term on the bottom face; write down possible terms
4) Sharing with the class
<Post your Black Box Investigation here>
Stage 2 Activity:
<Post your Stage 2 investigation here >
Objective: Distinguish between vector and scalar quantities and how to use vectors to represent motion and forces.
Standard: 1.1, 1.2 and 1.5
Misconceptions:
When scientists analyze a problem, they must use either inductive or deductive reasoning.
The process of science is purely analytic and does not involve creativity.
Drawing vectors and free-body diagrams are not just another task or mechanical procedure. They can be used as visual representations to help solve a problem or help students better understand the way motion, displacement and forces (vector quantities) work.
Task:
Research scalar vs vector quantities using online resources and You Tube videos.
Experience an interactive activity with web-based software.
Complete a Quiz online at home.
Procedure:
Grouping: partners in class at the computers; individually at home
Web 2.0 online component:
Links to online resources, You Tube Videos, web-based software interactive activity, and a quiz web-site in the material section below.
Classroom materials:
Notebook and pencil; computer
Online Resources
http://en.wikibooks.org/wiki/A-level_Physics/Forces_and_Motion/Scalars_and_vectors
http://csep10.phys.utk.edu/astr161/lect/history/velocity.html
You Tube Videos
http://www.youtube.com/watch?v=hSQM0hoS6VE
http://www.youtube.com/watch?v=IyyTNqFv5oo
Web-based software: An Interactive Activity
http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.accel/
Online Quiz
http://quizlet.com/
Assessment:
Quizlet at home
Using Quizlet, distinguish between scalar and vector quantities; identify scenarios that use vectors and free-body diagrams
http://quizlet.com/
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Marcelle BockoLesson Title:
Free-Body Diagrams: Helpers or Muddlers?Grade Level:
9th grade Intro PhysicsState Standards:
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work).
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.5 Use a free-body force diagram to show forces acting on a system consisting of a pair of interacting objects. For a diagram with only co-linear forces, determine the net force acting on a system and between the objects.
Lesson Question:
Are free-body diagrams (FBD) helpful or confusing when solving problems involving motion, displacement and forces? Do they help you organize your thoughts or muddle your brain?
Introduction:
How are the quantities of motion, displacement and forces best represented? Remember these quantities all have a size and a direction. Pictures, words, mathematical equations and vectors can be used. Motion, displacement and forces are vector quantities. Vectors have been used since the 19th century in mathematics and physics. Vectors are arrows labeled with a magnitude (size), and are the most important part of free-body diagrams. At first glance, some free-body diagrams look confusing. Find out if free-body diagrams are helpers or muddlers in solving problems. They can be used as visual representations to help solve a problem or help students better understand the way motion, displacement and forces (vector quantities) work.
Task:
Day 1, 2 and 3: Use your notebook as indicated in the procedure steps during specific tasks.
Day 1
Research scalar vs vector quantities using online resources.
View drawing of vectors on You Tube videos.
Experience an interactive activity with web-based software.
Self Assessment Homework: Take Quiz on Quizlet
Day 2
Self-assess yourself (how you interpret FBD's) using specific web-site info with related questions.
Time to Brainstorm your own FBD with a description of a scenario that your FBD represents.
Homework: Continue brainstorming about a question or problem to correspond to your FBD
Day 3
Design your own FBD to solve a problem in motion or forces (also created by you) and draw it in the handout provided.
Use additional web-sites provided for ideas and reinforcement.
Homework: Make sure notebook is complete and fine tune your FBD
Day 4
Use an on-line vector drawing program to design your FBD
Process (include all steps of the lesson procedure -- include instructions for using digital media):
and list 5 scalar and 5 vector quantities in your notebooks.
http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.accel/ In the activity, vectors change in real time as you "drive" a car on a flat plain; as you change speed and direction, vectors originating from the car respond to your actions.
Materials:
Conclusion:
You will have a better understanding of free-body diagrams. You will have created a free-body diagram that represents a problem in in motion and forces. You will find out if free-body diagrams are helpers or muddlers in solving problems. And finally, you may find that drawing vectors and free-body diagrams are not just another task or mechanical procedure, but are useful representations that show how motion, displacement and forces work.
Assessments:
1. Correctly distinguish between vectors and scalars using items and situations found in class
2. Notebook content
3. Creation of a free-body diagram with a vector quantity problem.
4. Draw your FBD on a vector graphics web-site.
Self-assessments:
1. On-line Quiz at home
Using Quizlet, distinguish between scalar and vector quantities; identify scenarios that use vectors and free-body diagrams
2. Answering follow-up questions on web-sites about FBD's.
Assessment Rubric
(identified/demonstrated in class)
problem in the handout provided
corresponding description and problem
but problem does not fully correspond to the FBD
brief description but no problem
Resources:
(Please make sure that all digital media is linked and attributed!)
On-Line Resources: Research
http://en.wikibooks.org/wiki/A-level_Physics/Forces_and_Motion/Scalars_and_vectors
http://csep10.phys.utk.edu/astr161/lect/history/velocity.html
Web-based software: An Interactive Activity
http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.accel/
You Tube Videos
http://www.youtube.com/watch?v=hSQM0hoS6VE
http://www.youtube.com/watch?v=IyyTNqFv5oo
On-Line Resources: Self Assessment
http://www.physicsclassroom.com/Class/newtlaws/u2l2d.cfm
http://www.physicsclassroom.com/Class/newtlaws/u2l2c.cfm#1
Web-based graphic/drawing tools
http://inkscape.org/
http://www.janvas.com/illustrators_designers_developers/projects/janvas2D_web/index_EN.php?page=2h6m1124
http://www.onemotion.com/flash/sketch-paint/
Quiz
http://quizlet.com/
Additional
https://www.khanacademy.org/science/physics/one-dimensional-motion/displacement-velocity-time/v/introduction-to-vectors-and-scalars
http://www.learningace.com/doc/6230061/3818a07871d703347d2d978634d148f0/physical-science-2-4d-displacement-vectors
http://www.mrwaynesclass.com/freebodies/reading/
http://www.youtube.com/watch?v=w3bpv8-h55k
http://www.youtube.com/watch?v=xvbySTYBmLM
https://www.google.com/search?q=free+body+diagram+for+motion+and+forces+physics&source=lnms&tbm=isch&sa=X&ei=JGbCUYHPMvSu4AOapYHYDQ&ved=0CAkQ_AUoAQ&biw=1006&bih=636
Teacher Notes:
References
D. Rosengrant, A. Van Heuvelen and E. Etkina, Do students use and understand free-body diagrams? 2009 Physics Education Research 5, American Physical Society.